Imagine if I asked you this question: “Are there large parts of your childhood after age 5 that you cannot remember?”. How would you answer: Yes, or no? Are you sure? And what might influence your answer?
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Imagine if I asked you this question: “Are there large parts of your childhood after age 5 that you cannot remember?”. How would you answer: Yes, or no? Are you sure? And what might influence your answer?
When we run an experiment (for a review of different types of research methods, see this blog), we are rarely (if ever) able to collect data from the entire population that we are interested in. Instead we try to draw a “sample” that represents that population. The …
It’s the time of year when the days are getting shorter and, in the case of some of my students, so are attention spans…
Most students in my lectures take notes. Maybe they have a system that they use or they just start each lecture with a blank page. I started thinking if there is anything that we – lecturers and teachers – could do to support student note-taking in any way.
Testing sometimes gets a bad reputation. This is perhaps unsurprising in the world of standardized testing, but it has led to some misconceptions…
What happens when students read a text twice in a row or watch the same lecture video twice in a row? We know from research on retrieval practice and spaced practice that such “massed” repetition of information does little to enhance long-term learning.